An Empirical Two-Group Study into Electronic Note-Taking

Abstract

The relationship between students learning traditionally or through virtual worlds using computer-oriented tools is of keen interest. Although, the extent to electronic learning varies in great degrees from entire online environments to partial complimentary tools which differ according to their functions. The focus of this research paper is to discuss the paradigm shift from traditional means of study to computerisation, in particular relating to the area of note-taking. Research into cognitive factors associated with learning and performance including memory have put forward suggestions, which could assist the cumulative learning process. Comparative analysis between a number of note-taking techniques refined the study with the electronic adaptation of the popular Cornell method with the proposed En-AISR platform. Emphasis has been placed on the influence and significance towards the amalgamation of multi-modal features to enhance and stimulate students learning experience. A two-group study measured students learning, performance, and experience between both systems using usability criteria. Outcomes from this experiment suggest a positive influence of a multi-modal note-taking tool as a complimentary learning aid.